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% tate of Maine 
Educational 
Department 



1905 



Report of 
Committee on 
Teachers' 
Salaries, 



Maine 

Teachers 

Association 






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REPORT OF THE COMMITTEE ON TEACHERS' 

SALARIES. 



At the annual session of the Maine Teachers' Association, 
held at Bangor in 1904, a committee was appointed to investi- 
gate the matter of teachers' salaries and report at the next 
meeting. 

The committee consists of Supt. Payson Smith, of Auburn, 
Prin. C. F. Cook, of Cony High School, Augusta and Mr. W. G. 
Mallett, sub-principal of Farmington State Normal School. 

The fact of the acceptance of the appointment by these well 
known school men was a guarantee that the investigation would 
be thoroughly and intelligently conducted. Their report, made 
at the session of the association at Portland, in October of the 
present year, fully justifies the high expectations with which it 
was awaited. 

The purpose of the committee was to make a careful, complete 
diagnosis of the case, leaving to other hands the administration 
of the remedy. This result they have accomplished most 
efficiently. 

The great amount of time and effort bestowed upon the work 
exhibits devotion to the profession, loyalty to the teaching force 
and an ambition to aid in promoting the success of the world's 
greatest civilizing agent. 

The committee has risen, not only to the level of, but above, 
the occasion and has presented a document possible only from 
men of marked ability, tireless industry and exceptional dis- 
cretion. 

The extent of the sacrifices made to insure the thoroughness 
of the work assigned them is revealed when we consider the fact 
that the members of the committee are men whose every hour is 
filled with exacting duties. The document is a valuable addition 
to the educational literature of the State and cannot fail of 
attracting the attention of educators throughout the country. 



It is a pleasure to the department to give this most excellent 
report a place in one of its annual volumes and to recommend 
that our citizens, interested in the common schools, read, study 
and heed the facts and suggestions therein contained. 

To the Members of the Maine Teachers' Association: 

The Committee on Teachers' Salaries begs to submit the fol- 
lowing report: 

Shortly after its appointment, this committee met to form an 
outline of the investigation it was to conduct, to decide what 
facts it might appear desirable to obtain and the means by which 
these were to be secured. 

It was decided that the investigation ought to reveal infor- 
mation on the following points: 

First : Salaries paid in Maine towns and cities to all teachers, 
male and female, employed in public elementary schools. 

Second: Salaries paid in Maine towns and cities to all 
teachers, male and female, employed in public high schools. 

Third : The amount expended by Maine towns and cities for 
the support of schools as based on their ability to pay, i. e., their 
valuation. 

Fourth: Facts, similar to all the foregoing, collected from 
towns and cities outside the State; these to be chosen in classes 
corresponding in population to the towns and cities of Maine. 

Fifth : Figures relative to the personal expenses of teachers, 
covering items of cost of preparation, cost of support, expenses 
incident to teaching, etc. 

Sixth : Comparative figures of the wages paid teachers and 
those paid in other lines of employment. 

Seventh : Miscellaneous items which may have a bearing, 
more or less direct, on the subject under discussion. 

In collecting these figures and facts the following methods 
were employed: 

First: Sets of questions were sent to the State Educational 
departments of all states in the Union. 

Second : Blank forms for specified information were sent to 
the superintendents of schools of all Maine towns. 

Third : Similar forms were sent to a selected group of two 
hundred New England towns and cities outside of Maine. 

Fourth : Three hundred sets of questions were distributed 
among teachers in Maine, the selection being made of teachers 



employed in representative classes of schools, as for example, 
rural, village and city. 

Fifth : Use was made of town, city, state and national reports 
submitted by persons interested in the investigation in hand. 

The information gathered from all these sources has been 
carefully classified and tabulated. In this report is a series of 
tables conveying, as far as painstaking work can make them so, 
accurate information on all the points to which reference has 
been made. 

Together with these tables is given an analysis of the figures 
found therein. 

This report, your committee believes, will afford a full and 
adequate representation of the conditions. No attempt has been 
made to draw startling or conjectural conclusions. The report, 
we believe, will serve its best purpose in placing before the 
teachers, the school officers and the citizens of Maine the actual 
figures. We have confidence in the ability of the teachers and 
school officers to use these figures in the most satisfactory man- 
ner and we have faith in our Maine citizenship to accept and 
treat them with the consideration the occasion may require. 

In gathering its statistics the committee has received an assist- 
ance from the State Educational Department which has been so 
important that it would be unfair not to accord to it special and 
public recognition. The report which we shall be able to place 
in your hands would not have been possible without the co-oper- 
ation which *has been had from that source. 

Moreover, the committee acknowledges gratefully the assist- 
ance it has had from the hundreds of school officers within and 
without the State and from hundreds of teachers and citizens 
who have aided it in its work. 

THE QUESTION AN ECONOMIC ONE. 

The question of the salaries of teachers, like that of the wages 
of all other workers, is, in its final analysis, an economic one. 
It should be borne in mind that no amount of high flown phrase- 
ology concerning the inestimable worth of the teacher to the 
world, or concerning his high place in the service of mankind, 
can disturb the simple law of supply and demand. The teacher's 
service is on the market to be bought and sold at the market 
price. If the price at which his labor is sold is cheaper than 



6 



that at which other labor is sold, or if it is dearer, the problem 
lies in the reasons which make for its cheapness or its costliness, 
rather than in a discussion of artificial means by which its cost 
is to be increased or decreased ; for such artificial means can not 
be operative for more than a very brief time — if, indeed, they 
can be forced to operate at all. 

On the other hand, there can be no possible escape from the 
conclusions which are to be drawn from a depressed rate of 
wages in any profession or industry. If any line of work, as 
compared with other lines in the same locality, shows a low rate 
of remuneration, it is impossible to avoid the conclusions that 
to that line of work entrance is comparatively easy, that in it 
a high standard of fitness is not universally required and that 
from it the employers of its services are willing to accept less 
than a first class quality of results. 

It is, however, necessary to state that, even in so well regu- 
lated a law as that of supply and demand, there may be con- 
ditions which will prevent an absolutely arbitrary working. If, 
for example, we take the matter under discussion, that of 
teachers' wages, we may note that the public treasury is usually 
less readily responsive to competitive influences than that of a 
private concern would be. The manufacturing concern would 
be very ready to note any tendency which was giving less 
remunerative service than was being supplied to its competing 
neighbor and would respond to the necessity of meeting the new 
demands made upon it. While such an influence could not fail, 
eventually, to work in the case of municipalities, yet it would 
work much more slowly ; how much more slowly is in evidence 
from the widely diverse rates of wages which have for years 
continued in force between neighboring states and between 
neighboring towns and cities. 

Again, teaching offers certain attractions to the young woman 
who is only in part self-dependent, who desires an occupation 
which will engage her attention for only a part of the year and 
possibly for only a few years. Teaching has, likewise, always 
been, in this country, a convenient stepping stone for the young 
man who expects eventually to enter another line of work. 
Without raising the point as to whether these things have acted 
injuriously upon the schools or have been helpful to them, they 
certainly have, in a measure, affected the usual laws operating 



to fix wages, by calling into this class of workers large numbers 
of persons who, for various reasons, have been ready to give 
their labor at a lower rate than, under all circumstances, they 
would be willing to have it permanently fixed. 

However, the main point which it is necessary to fix, in the 
beginning of a discussion of the kind with which this report is 
engaged, is that there are certain fundamental principles which 
underlie the conditions and that these conditions are not to be 
altered by any off-hand discussion which does not take into con- 
sideration those principles. 

Both teachers and citizens, it is true, have a very vital interest 
in this entire question; yet, in view of its character as an 
economic question, it would be a mistake for either the teacher 
or the citizen to accept the facts and figures of this report in a 
purely personal way. If, on the surface, these figures make it 
appear that the teachers of Maine are paid a rate of wage so low 
as to be inconsistent with good service, then the point for both 
teacher and citizen to consider most seriously is whether that 
rate of wage measures the quality of service now being rendered 
and whether, consequently, that service averages to be poor. If 
the teaching force of Maine deserves a higher rate of wages, 
then it is manifestly a part of its right to set forth its claims. 
If the present rate is so low as to indicate that the instruction 
in the schools is of an inferior character, then the people of the 
State have a condition confronting them which they cannot 
afford to dismiss with a word. The welfare of our schools 
demands that conditions be made such that it will be possible 
to eliminate all teaching of an inferior character and to insist 
on the highest standards of training and efficiency in the teach- 
ing force. 

THE UNITED STATES AND OTHER COUNTRIES. 

Before proceeding to a consideration of the local question it 
may be of interest to note, briefly, a comparison of wages paid 
to teachers in the United States as compared with those paid in 
other leading countries. The following table shows the average 
salaries paid to both male and female teachers in six leading 
countries : 



520. oo 


per 


annum 


358.00 




u 


350.00 




11 


348.00 




(I 


312.44 




{( 


300 . 00 




(( 



s 



Great Britain (elementary teachers), 

Germany, 

Austria, 

Holland, 

United States (elementary and secondary), 

France, 

The facts presented in this table, it should be explained, do 
not afford a strictly accurate comparison. In all the countries 
named, except the United States, teachers enjoy the following 
special advantages: 

(1) Permanent tenure of office, 

(2) Old age pensions, 

(3) Superior social standing, 

(4) Third to half greater purchasing power of money, 

(5) Generally, free house rent, fuel and garden in addition 
to money salary. 

From the foregoing, it would appear that the teachers of the 
United States are the poorest paid of any of the progressive 
countries of the world. 

If we are to seek for the causes of these conditions we shall 
no doubt find them chiefly in the higher standards of require- 
ment that are demanded and a stronger popular appreciation of 
the value of the teachers' services. 

MAINE: AND OTHER PORTIONS OF THE UNION. 

A more limited, but not less interesting, comparison than the 
foregoing is that which may be made between average salaries 
paid in Maine and those paid in other sections of the United 
States. 

The following figures are taken from the report of U. S. 
Commissioner of Education W. T. Harris, for 1903: 

AVERAGE MONTHLY WAGES. 

Men. Women. 

United States $49.98 $40.51 

N. Atlantic Div 58 . 64 39-50 

S. Atlantic Div 30.84 29.02 

S. Central Div 42.97 34-79 

N. Central Div 53 . 96 41 . 09 

Western Div 70.82 59-35 

Maine 37-37 27 . 60 



From this comparison, it is to be noted that the average 
monthly salary of men teachers in Maine falls $11.61 below the 
average for the nation and $21.27 lower than the average for 
the section of the country in which the State is situated. The 
average monthly salary for women teachers in Maine is not 
only $12.91 lower than that for the entire country and $11.90 
lower than the average for the section, but it falls even lower 
than the average of the South Atlantic Division, which is the 
lowest shown by any section. 

Unpleasant as we may find it to contemplate these figures, 
yet, if we are to find a satisfactory reason for the annual exodus 
of Maine teachers to other states and to other sections of the 
country, it may be that herein we shall discover it. It should, 
however, be borne in mind that this table brings Maine into 
comparison with many states greatly surpassing it in respect to 
wealth and consequent ability to tax themselves for the support 
of education. 

In order to obtain certain facts not to be found in any report, 
this committee sent to the state superintendents the following 
list of questions : 

QUESTIONS ASKED OF STATE SUPERINTENDENTS. 

What is the average yearly salary of teachers in your state ? 

Does the state fix by law, or in any way regulate, salaries paid 
to teachers? 

Are state examinations for teachers' certificates compulsory? 

For how long are state certificates good ? 

Are they graded from a term of years to a life certificate? 

Are normal school diplomas accepted in place of teachers' 
certificates, or given any recognition in obtaining certificates? 

From the foregoing there has been compiled Table No. 12 
which is printed herewith. This table affords opportunity for 
comparing the average salaries paid to teachers in Maine with 
those paid in any other state. Four states in the Union pay 
a lower monthly salary to male teachers and only three states 
pay a lower average monthly salary to female teachers. Forty 
states and territories make no attempt to fix a minimum wage. 
Twenty-five make state examinations voluntary. Maine is to 
be added to each of these two latter classes. It is interesting 
to note, in passing, that Maine has more teachers who have 
voluntarily submitted to state examination than has any other 



10 



state. This fact bears testimony to the readiness with which 
Maine teachers respond to any appeal for improvement. 



SALARIES IN MAINE ELEMENTARY SCHOOLS. 

As a means of obtaining desired information relative to sala- 
ries paid in Maine elementary schools, blanks were sent to 
all local superintendents in the State, with letters explaining the 
objects of the investigation. Returns were received from all 
except forty towns and fifty-three plantations. With two excep- 
tions the towns failing to report were among the smallest of the 
State. The totals, or averages to be drawn, would, therefore, 
be changed to no appreciable extent. 

From the returns made by the local superintendents, several 
tables have been made up and are } ' included as a part of this 
report. The first four tables give returns for salaries paid to 
a total of 4,378 teachers in elementary schools. Of this number, 
4,023 are women and 355 are men. Tables 1, 2, 3 and 4 show, 
by counties, the salaries paid these teachers. The first table 
states the salaries of female teachers by weeks, reckoning to 
the nearest half dollar. Referring to this table, we may note 
that the majority of women teachers work for six to nine dollars 
per week. Out of the entire number 575, or about one eighth, 
find employment at salaries above ten dollars. 

The second table reduces the figures of the first table to the 
terms of annual salaries, by multiplying the weekly salary in 
each town by the number of weeks for which schools in that 
town are maintained. It is clear that, with a considerable differ- 
ence in the time for which employment is given, ranging from 
twenty weeks in some towns to thirty-eight in others, the weekly 
salary is not a final criterion by which salary is to be judged. 

In Table No. 2, all teachers receiving $100 or less are included 
in the same class. From this point, groups include to the next 
higher fifty dollar division. 

One might well hesitate to accept, without evidence or proof, 
the statement that half the women teachers employed in Maine 
elementary schools are working for an annual salary of $200 
or less. Yet this second table shows that exactly 2,046 out of 
4,023 are employed on those terms. A perusal of such figures 
may lead those persons who are prone to criticize their schools 
and to find fault with the quality of the teaching to be found 



II 



therein, to question whether, after all, any justification for 
higher demands can be found in figures like these. 

The question which needs to be asked of the Maine citizen 
who is asking for better teaching in the schools is this, "Are 
you ready to pay for it?" There is no one who will fail to 
rejoice at the demand for better schools, but the means to com- 
mand better schools must go with the demand. 

Tables 3 and 4 give the same information relative to male 
teachers in elementary schools that is afforded by the first two 
tables relative to female teachers. These likewise afford occa- 
sion for drawing striking conclusions on the opportunity for 
permanent employment these schools offer to ambitious young 
men. The continuance of these salaries makes ridiculous any 
pretensions of teaching as a profession. In conjunction with 
these figures it is interesting to note some of the points included 
in Table No. 11 which covers a number of miscellaneous items. 
For example, 2,037 elementary and high school teachers board 
at home. This is somewhat less than half and indicates how 
it is possible for many teachers to sustain themselves on the 
meager salaries paid. One thousand eight hundred and seventy- 
six common school teachers have taken partial or complete nor- 
mal courses, thus indicating the extent to which Maine teachers 
have striven to fit themselves for adequate service. It is fair to 
assume that this number represents the better paid thirty-eight 
per cent of the teaching force. Of the elementary teachers, 549 
without previous experience entered the schools during the year 
next preceding the date of the returns. This is about one-ninth 
of the entire number and would indicate that the teaching force 
is far more permanent than might be expected from the salaries 
paid. However, a business that averages to change entirely the 
personnel of its force of employees once every nine years could 
hardly be said to have reached a creditable degree of perma- 
nence. 

Much has been said about the extent to which Maine teachers 
have been attracted to other localities and other states because 
of higher salaries. It was found that superintendents were not 
prepared to give estimates covering these points. In response 
to questions covering them, over a hundred superintendents 
either failed to answer, or stated that they had no definite infor- 
mation relative to the motives which led teachers to change. 



12 



Therefore, the figures on these points probably represent con- 
siderably less than the actual numbers. 

Twenty-nine towns and cities of the State have regular salary 
schedules, i. e., they attempt to regulate by rule the scale of 
wages. In only seven cases, however, do these schedules pro- 
vide for advance, year by year, to a stated maximum salary. 



SALARIES OF HIGH SCHOOL TEACHERS. 

Tables 5 and 6 attempt to arrange the salaries of teachers 
employed in high schools in form similar to those of elementary 
teachers, as shown in the third and fourth tables. These figures 
are for a total of 517 secondary school teachers. No attempt 
was made to get figures from academies and seminaries. 

Conditions much the same as those obtaining in elementary 
schools are found to exist in the high schools, though the 
demand for college training is shown in the larger salaries paid 
in this class of schools. Of the entire number reported, it is 
noted by figures in Table 11, two hundred and six high school 
teachers are graduates of colleges and ninety-two of the number 
have had training in normal schools. Again, it is to be assumed 
that this total of 298 represents the higher salaried half of the 
secondary school teaching force. 

THE TWENTY CITIES OF MAINE. 

For purposes of comparison along financial lines, statistics 
concerning the cities of Maine are stated in Table No. 7. This 
table calls for no special comment. It affords opportunity for 
teachers and citizens of these places to make comparisons along 
important lines. The figures contained in this table are from 
State and National reports. 



FINANCIAL STATISTICS OF ALL MAINE TOWNS. 

In Table No. 8 is to be found a statement of financial con- 
ditions in all the towns of Maine. In order to make comparison 
more easy, the towns have been arranged in groups according 
to valuation. For example, the first group includes all towns 
having a valuation of $100,000 or less. This arrangement 
makes it possible for each town to compare itself readily with 
others of similar resources. 



13 

The most pertinent deductions to be made from this table are 
those which relate to the difference these resources must make 
in the raising of funds. It is worthy of note that the small 
towns of the State and those of limited resources are at present 
taxing themselves most heavily for school purposes. Numerous 
instances are noted where the percentage assessed for schools 
in the smaller towns is two and three times as great as that in 
any city in the State. Coupled with this fact we may note that, 
even with this high rate of taxation, these towns are able to pay 
only a low rate of salary and can support schools for only a 
comparatively short school year. 

The point thus raised may well be considered as one of the 
most important brought out in this investigation. How the dis- 
tribution of State school funds shall be made so as to bring 
relief to these overburdened communities is one of supreme 
importance for legislative consideration. 

In the discussion of this point it should not be forgotten that, 
with the present tendency toward urban life, the country towns 
are now burdened with the expense of educating those who will 
give the fruit of their productive years to the cities and larger 
centers. Any scheme which would look to the payment of a 
part of this expense by those who are to reap its advantages 
could hardly be said to be unfair. This committee, early in its 
deliberations, determined that the office of this report should be 
confined entirely to dealing with present facts and conditions 
and it has therefore no remedy to suggest on this point. We 
feel, however, that it is of fundamental importance and should 
not be passed over without calling special attention to it. The 
figures of the eleventh table, it is believed, are worthy of careful 
study.* 



STATISTICS FOR TOWNS AND CITIES OUTSIDE OF MAINE. 

In compiling the statistics relative to salaries paid Maine 
teachers, your committee believed that the value of these figures 
would be enhanced if an opportunity could be afforded to make 
comparisons with cities and towns outside the State. To secure 
a basis for such comparison blanks were sent to a number of 
towns ranging in size from those having a population of 400 up 



* See Article in Appendix to the report of this committee. 



14 



to those having about 60,000. Within this range fall nearly- 
all Maine towns and cities. 

In the ninth table of this report will be found the statistics 
thus gathered. These cover the same points as are covered for 
Maine in several tables and afford opportunity for the citizens 
of any community to make, in a limited way, comparisons with 
other New England places of similar size and resources. The 
towns and cities included in this list were selected quite at ran- 
dom and represent all parts of New England. While it is not 
to be claimed that final conclusions can be drawn from such a 
list, yet it is broad enough to form a fair average. 

It will be particularly interesting to note whether the length 
of the school year is longer or shorter in the smaller towns in 
New England, outside of Maine, than that of corresponding 
towns in this State. The difference in percentage of valuation 
raised for schools is another point which it will be worth while 
to observe. On this point it will be seen that this percentage is 
higher in nearly all the towns reported than in those of similar 
size in Maine. 

In respect to salaries paid both elementary and high school 
teachers the table affords each community opportunity to draw 
those comparisons which especially concern it. 



RETURNS MADE BY TEACHERS. 

As a means to still farther comparison, your committee has 
endeavored to secure returns from teachers on points of expense 
incident to teaching and the preparation for teaching. The fol- 
lowing questions were sent to three hundred teachers through- 
out the State : 



T£ACH£RS' RETURNS. 

How long have you taught (in years) ? 
How long have you taught in present position? 
Are you engaged by the term or school year? 
For how many weeks of the year are you employed ? 
How many daily recitations do you have? 
What are your wages per month? 
How much do you pay per month for board and room ? 
How much time have you spent in preparation for the work 
of teaching? 



15 

9. At what estimated cost, in money, was this preparation 

made? 
10. Please add your estimate of each of the following expenses 
incident to the work of your profession. 

Attendance on conventions, institutes, etc., 
School papers, 
Books on teaching, 
Travel, 

Other expenses. 
ii. Are you able to save anything from your salary for self- 
improvement ? 

12. Are you dependent on your own earnings all the year? 

13. Do you find it necessary to supplement your income as 

teacher by following some outside occupation in vacation 
or other out of school time? 

14. State whether your school is located in a city, village or 

rural community? 

15. If you are a village teacher state position, whether in a 

grade or principal of high, grammar or primary school. 
The foregoing questions were answered by a teacher in the 

city of 

town of 

county of 

Replies upon the foregoing were received from one hundred 
and thirty-five teachers and from these the tenth table has been 
compiled. These returns represent about seventy different 
towns and cities in all the sixteen counties. Though the total 
number of replies is not large, yet it is believed that they are 
fairly representative and that the averages are sufficiently accu- 
rate to possess value. 

This table (No. 10) calls for some special comment. Of 
those teachers who reply that they can save out of their salaries 
for self-improvement the majority answer by using the follow- 
ing terms, "A little," "Not much," "Very little," "Sometimes." 
It is worth while to note that the large majority of these 
teachers report that they find it necessary to work during vaca- 
tions and other out of school time in order to make an ade- 
quate amount for self-support. The reply of one teacher that 
the "school board does not allow her to work during vacations," 
and the answers of four others that they find their teaching "too 
exhausting to permit it," are significant. 



i6 



Contrary to the prevailing opinion that nearly all teachers 
have friends and relatives who aid in their support, the returns 
show that 107 out of the total 135 are entirely self-dependent. 

The returns from high and grammar school principals, show- 
ing number of daily recitations respectively 7+ and 12+, would 
indicate that these persons have small opportunity to exercise 
any supervision of the work of the buildings over which they 
preside. 

The figures which refer to expenses incident to teaching give 
indications of the extent to which teachers are able to secure the 
means of training for broader efficiency. 

TEACHING AND OTH^R OCCUPATIONS. 

Not less important than other considerations in this discussion 
is the remuneration of the teacher as compared with that of 
other workers. 

Undoubtedly a small percentage of persons, in choosing a 
profession or trade, are chiefly influenced by the love of the 
work which will be done. The extent to which this work will 
be in demand and the price which will be consequently paid is 
probably a factor more often considered. No one could regard 
it as anything less than a misfortune if conditions were such 
as to lead into teaching a class of persons who were attracted 
solely by the salaries they were to receive. On the other hand 
it is equally unfortunate when so low a wage rate prevails as 
to discourage those who have an inclination to enter this employ- 
ment, or to repel those who have a natural talent for it. It is 
not possible to present a table which would give average wages 
paid in all lines of employment in Maine, since full statistics 
have not been collected. Figures for the cotton and woolen 
industries are available, however. 

The report of the State Labor Commissioner for 1903 states 
that the number of women employees in the cotton mills of the 
State for that year was 6,530, that these women received an 
average weekly wage of $5.99 and an average annual wage of 
$339.40. For that year the State School Report shows that the 
average weekly wage of women teachers in elementary schools 
was $6.90 and the average annual wage was $196.65. 

In 1903, men employed in the cotton industry received an 
average weekly wage of $8.01 and an average annual wage of 



i7 

$4 I 4- 11 - For the same year the men teachers in elementary 
schools of the State received an average weekly wage of $9.18 
and an average annual wage of $216.63. The smaller annual 
wage as compared with the weekly wage is accounted for by 
the shorter term for which teachers are employed. 

This single comparison brings together the figures for an 
occupation in which is employed a large amount of compara- 
tively unskilled labor and those for a line of work which surely 
ought to demand a broad equipment. 

The only other occupation for which figures in Maine are 
available is that included in the woolen industry. In this indus- 
try the wages average considerably higher than those for the 
cotton industry. 

Covering the larger territory embraced by the New England 
States, reports show that the average wages paid to all classes 
of laborers, not including officers and superintendents in the 
cotton and woolen industry, was, in 1900, from $427 to $500, 
but the wages of school teachers, including principals and super- 
intendents, show an average of $421.34. 

In all sections of the United States the man teacher receives 
a lower wage than blacksmiths, carpenters, foremen, painters 
and machinists and about the same wage as that classed in gov- 
ernment reports as ordinary day labor. 

In addition to these facts it should be stated that for time 
spent in preparation for other occupations the laborer usually 
receives some pay. The preparation for teaching is attended 
by actual outlay of time and money. 

Moreover, the government reports show that, in all lines of 
industrial employment, there has been from 1900 to 1904 an 
increase of wages from 20 to 40 per cent, while the teacher's 
pay has remained practically stationary. There should be linked 
with this the statement, requiring no proof, that the increase of 
living expenses in the past decade has been considerable. 

These comparisons with other employments are made solely 
with the purpose of showing how influences are operating to 
force both men and women out of teaching and into other 
employment. 

Statistics gathered show that, for the year ending June, 1905, 
the attendance at all Maine normal schools was lower than for 
several years. The reasons for this are not hard to find. There 
is no escaping the conclusion that other lines of employment are 



i8 



attracting classes of young women who formerly engaged in 
teaching. The dearth of teachers is such that school committees 
even urge schools upon persons of partial training and offer 
inducements to normal students even before the completion of 
their courses. These are indications of the local tendency in 
the direction stated. 

If our schools are to be sustained at a high standard of effi- 
ciency, the wages of teachers must certainly be kept at a point 
which will lead young people to turn to this employment as 
readily as to others. Moreover, it is a most serious thing to 
have a wage rate in force that influences persons to leave 
this employment when their services have become, through 
experience, of greatest value to it. 



in conclusion. 

As first stated, it has been the object of this committee to 
secure the most accurate and complete statistics possible relative 
to the present status of teachers' salaries in Maine. We have, 
in this report, endeavored to present these in such form as would 
render them of service both to teachers and to citizens. We 
believe there is no public question of greater importance than 
this, since it concerns the quality of service which is being ren- 
dered to the youth of our State and, in consequence, to our 
future citizenship. 

We appreciate the difficulties that are included in the problem, 
but we have faith in its ultimate solution. To this solution, 
however, there must be brought most careful study and, we 
believe, immediate attention. 

In a recent number of " Public Opinion " Wolf von Schier- 
brand has an article on our American schools. In this article 
he has something to say relative to the salaries paid in American 
schools. 

We beg leave to conclude this report with the following force- 
ful suggestions which he makes : 

" There must be a thorough rousing of public opinion. It is 
shameful for a wealthy, prosperous nation like ours that, in this 
matter of teachers' pay, we are outdone by much poorer 
nations; that nothing like adequate financial recompense is 
meted out to that large body of men and women who train and 
develop our youthful minds ; a task, be it said, than which there 



19 

is none more important. Enlightened public opinion must step 
in to redress this wrong. School boards, municipal bodies 
everywhere, the servants and agents of a public at present 
unenlightened, indifferent, callous, grudging, must be compelled 
by the awakened national conscience to provide more liberally 
for the corps of teachers under their financial control. Make 
the position of the teacher more worthy and better salaried; 
show more respect for it; make it less dependent on whims, 
crochets and humor ; allow competent teachers more latitude in 
dealing with their pupils; make promotion depend solely on 
efficiency and less on favoritism ; elevate teaching to the rank 
of a real profession and withdraw the arbitrary right of school 
boards of dismissal, except for a good cause shown — and the 
results will soon be seen in the distinct raising of the tone and 
the efficiency of our schools, high and low. Poorly paid work 
is never done well — this much is certain ; and the laborer in the 
vineyard of the youthful mind is as worthy of his hire as is any 
other kind of laborer." 

Respectfully submitted, 
PAYSON SMITH, 
C. F. COOK, 
W. G. MAIXETT. 
Committee on Teachers' Salaries. 



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TABIvE No. 6. 

FEMALE TEACHERS IN HIGH SCHOOL. 

Showing annual salaries of female teachers in high schools. 
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'/ 


T 1 O 




* 


m 


■=fe 


m 


m 


* 


m 


* 


=te 


3? 


*f 


* 


^ 


3? 


H 


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1 


1 











1 


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4 





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1 


1 





23 


1 




















1 
1 


1 

3 


4 
6 


] 

4 


2 
4 


3 

6 


1 

8 



4 




1 


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10 



2 


13 

49 


2 
1 


7 




a 


Franklin 


















5 






1 




c 



n 


4 

5 
1 
1 
1 

1 


4 
2 
1 
1 
1 

4 
3 


3 
1 
1 
2 
1 
3 
1 
1 





2 

1 
1 
4 
'7 




4 
2 

1 
8 
1 


1 


5 
1 


3 



a 




2 




n 



3 
3 



1 






1 















10 













n 


12 

6 

23 

9 

4 

6 
36 

8 



2 

3 
1 
1 
7 
3 


ii 


Hancock , 


■a 




o 


Knox 


o 




i 


Oxford 


R 


Penobscot 


3 


Piscataquis 


10 


Sagadahoc 


1 








1 





1 











n 


1 


1 


1 





6 


? 





Somerset 


1 




1 

2 


2 
1 


1 



2 
1 


2 




4 
1 


2 




1 
1 






G 
















16 

6 


3 
3 


10 


Waldo 





Washington 


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5 


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1 


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n 


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1 


o 


oq 


8 


s 


York 


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7 


1 
12 



9 


l 

27 


2 
27 


4 

34 


1 
23 


5 
36 


2 

27 




n 



21 



4 



23 



2 


16 
263 


3 
40 







5a 



TABI^E No. 7. 
Showing some special statistics for the cities of Maine. 



3 

O 
Oh 



§2 



5 «s 



£ 



t> CO 
K CO 



2 ° 

eo o 

OS 

go 



•* 




o 


-C 




CO 


, eo 


CO . 




g e3 


+=." H 


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cc 


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s « 


a o 


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o °° 






<Sft 


■< ft 



co 4) 
©£ 



ei 



o 

c 

.0 
. ** 

a © 

a «> 



Portland 

Lewiston 

Bangor 

Biddeford 

Auburn 

Augusta 

Bath 

Waterville 

Rockland 

Calais 

Westbrook 

Saco 

Oldtown 

Gardiner 

South Portland 

Eastport 

Brewer 

Belfast 

Ellsworth 

Hallowell 



50,145 


7.787 


197 


23,761 


3,000 


87 


21,850 


3,500 


113 


16,145 


1,200 


39 


12,951 


2,200 


73 


11,683 


2,135 


56 


10,477 


2,000 


51 


9,477 


1,300 


40 


8,150 


1,400 


42 


7,655 


1,400 


30 


7,283 


1,400 


37 


6,122 


800 


29 


5,763 


1,050 


32 


5,501 


1,050 


27 


5,459 


1,180 


34 


5,311 


1,100 


28 


4,835 


850 


24 


4,615 


1,055 


26 


4,297 


827 


27 


2,714 


450 


12 
1,104 


224,194 


356,684 



.002-7- 

.001-5- 

.003-1- 

.000-1- 

.003-2- 

.001-2- 

.003-2- 

.002-8- 

.001-9- 

.002-1- 

.001-6- 

.002-7- 

.003-6- 

.002-4- 

.003 

.003-2- 

.002-1- 

.002-7- 

.001-8- 

.001-7- 



$179,180 


$9 02 


37,851 


2 84 


73,443 


9 06 


28,634 


2 16 


30.959 


6 41 


22,282 


3 00 


29,711 


6 78 


21,629 


5 65 


16,994 


5 39 


13,704 


2 34 


14,013 


2 43 


18,414 


5 32 


11,489 


3 99 


11,245 


6 21 


13,951 


4 47 


12,386 


3 85 


8,079 


2 97 


10,190 


7 10 


8,932 


2 48 


4,927 


3 79 


$568,013 


$95 26 
I 



$94,889 

3,391 

34,520 

566 

12,639 

12*,8i8 
9,218 
4,230 

872 
6,102 
2,090 
4,599 
2,971 
2,501 

3*,868 

62 

479 



38 
38 
3& 
36 
3& 
36 
38 
3& 
36 
36 
36 
37 
34 
36 
36 
38 
34 
35 
30 
3& 

718 



26 



TABI,E No. 8. 
Giving financial statistics for all towns and cities of Maine. 
Towns and cities are arranged in groups according to 
valuation. 

Group A. Valuation $100,000 or less. 



Towns. 



«3 © 

S. 03 

r 03 

«M © 

O 02 

, on 

s* 

© C 
o o 

© OS 

0. - 



5 


00 


1 s-i 

© aj 




03 © 


S3 o 


c3 

& 


rage w 
e teach 
month 


rage w 
ale tea 
week. 


S33 
< a 


b. o3 t - 
^ a © 
<5 S ft 


Ave 

fern 
per 



5 © 
3 © 



Aroostook County, 

Amity 

Benedicta 

Dyer Brook 

Hay nesville 

Orient 

W eston , 

Cary Plantation 

Caswell Plantation 

Chapman Plantation 

Oarfield Plantation 

Hammond Plantation 

Hamlin Plantation 

Merrill Plantation , 

Moro Plantation , 

Nashville Plantation 

New Canada Plantation 

Oxbow Plantation , 

Silver Ridge Plantation , 

Wade Plantation 

Wallagrass Plantation 

Westmanland Plantation 

Franklin County, 

Freeman 

Madrid , 

Salem 

Dalla3 Plantation 

Lang Plantation , 

Hancock county, 

Amherst 

Aurora 

Dedham 

Eastbrook 

Isle au Haut 

Mariaville 

Otis 

Verona 

Waltham 

Long Island Plantation 

Plantation No. 33 

Plantation No. 21 

Kennebec County, 

Rome 

Unity Plantation 

Knox County, 

Hurricane Isle 

Criehaven Plantation 

Matinicus Isle Plantation 



$68,790 
57,081 
86,713 
69,729 
49,043 
59,872 
31,651 
53,019 
66,695 
80,790 
99,180 
82,305 
80,087 
50,673 
82,650 
38,485 
60,000 
38,236 
62,626 
58,958 
77,140 



98,993 
74,477 
52,496 
99,180 
33.060 



75,145 
40,992 
93.8S7 
49.S50 
71,355 
49,777 
37,978 
63,141 
74,13S 
24,739 
44,080 
27,550 



92,162 
16,869 



53,335 
13,192 
37,767 



.005-9-10 

.004-3-10 

.003-4-10 

.005-2-10 

.004-2-10 

.005-2-10 

.001 

.006-1-10 

.003-6-10 

.001-1 -10 

.003-5-10 

.002-7-10 

.005-7-10 

.003-3-10 

.001 

.002-8-10 

.003 

.003-3-10 

.008-5-10 

.002 

.001-4-10 



.004-3-10 
.003-2-10 
.003-6-10 
.001-5-10 
.001-2-10 



.003-6-10 

.003-5-10 

.004-2-10 

.005-4-10 

.007-7-10 

.004-8-10 

.001 

.002-8-10 

.003-4-10 

.001-5-10 

.001-5-10 

.003-4-10 



.004-8-10 
.004-3-K) 



.008-2-10 

.007 

.005-9-10 



$2 55 


$33 33 


$6 60 


1 66 


44 55 


6 00 


3 44 




6 46! 


3 36 




7 oo! 


3 12 




7 00, 


2 44 


24 66 


6 19! 




* 


* 


1 55 


32 00 


7 00 


1 20 


26 00 


6 501 


2 30 


40 00 


10 (0 


9 84 




7 oo! 


94 




5 25 


2 25 




6 83! 


1 84 




7 00 


7 77 




6 50! 


49 


25 00 


15 75! 


3 06 


32 00 


7 63 


2 25 




7 75i 


4 50 


33 00 


6 60' 


25 


24 00 


6 00 i 


1 94 


.... 


7 55 1 


4 22 




5 98 


2 73 


26 00 


6 07 


3 45 


35 00 


7 25 


2 14 


29 40 


7 28 


1 52 




3 50 


2 7S 




6 19 


3 04 


36 00 


6 25 


2 76 


32 00 


6 45 


3 39 


32 50 


6 22 


9 48 




8 10 


8 47 




5 19 


6 15 




5 75 


2 63 




5 50 

7 81 


4 41 


42 66 


7 00 


2 00 




6 50 


5 76 


.... 


6 50 


2 94 




5 50 


4 68 


19 50 


4 S7 


5 55 




9 25 


6 25 




5 00 


5 00 


40 00 


10 00 



30 
21 
29 
30 
36 
26 
36 
45 
24 
30 
30 
25 
28 
30 
32 
32 
20 
32 
22 
31 
27 



20 
21 
35 
22 

28 



28 
20 
25 
20 
30 
20 
20 
22 
24 
24 
24 
24 



22 
23 



33 
20 
32 



* No returns. 



27 



TABI/E No. 8— (Continued). 



Towns. 



si © 

•^ 02 
C 31 

- 2 

C *" 

- c 
© c 

^ <-' 
© s3 

0-3 



© 

03 


© 

it - 
si © 


" - 

© a> 
ati- 

53 o 


e3 . 

- — 

oft 


rage w 
e teach 
month 


©^ 
5?© © 


5© 


©" . 
>£© 


® S= l- 
^ © ® 


< & 


< Bft 



o 

o 

© 

~ o 



35 



■2* 

s © 

3 © 



Lincoln County, 

Somerville 

Westport 

Oxford County, 

Byron 

Grafton 

Hanover 

Mason 

Koxbury 

Milton Plantation 

Penobscot County, 

Alton 

Argyle 

Chester 

Clifton 

Edinburg 

Greenbush 

•Greenfield 

Lowell 

Mattamiscontis 

Maxfield 

Med way 

Mt. Chase 

Passadumkeag 

Prentiss , 

Drew Plantation , 

Seboeis Plantation 

Webster Plantation , — 

Piscataquis County 

Medford 

Willimantic 

Williamsburg 

Elliotts ville Plantation 

Kingsbury Plantation 

Sagadahoc County, 
Arrowsic 

Somerset County, 

Concord 

Brighton Plantation 

Dennistown Plantation /.. 

Highland Plantation , 

Mayfield Plantation 

Pleasant Ridge Plantation 

Lexington Plantation 

Dead River Plantation 

Caratunk Plantation 

Washington County 

Alexander 

Bailey ville 

Brookton 

Centerville 

Cooper 

Cutler 

Deblois 

Forest City 

Marion 

Marsnfield 

Meddybemps 



$54,373 
87,149 



91,595 
62,302 
81,446 
43,925 
67,320 
61,43 



75,711 
56.S21 
67,311 
57,531 
21,178 
t<3,137 
36,279 
70,145 
18,548 
27,177 
61,237 
62,716 
47,630 
78,578 
89,25d 
66,120 
36,750 



85,500 
87,069 
46,608 
94,950 
84,000 



65,938 



74,735 
70,489 
66,120 
55,100 
78,750 
50,385 
66,120 
66,120 
93,580 



59.S56 
80,804 
55,784 
51,839 
45,562 
84,424 
21,322 
11,797 
31,751 
54,395 
28,987 



.005-9-10 


$2 97 


$25 00 


S6 87 


.003-1-10 


3 27 




7 55 


.002-8-10 


4 54 




6 17 


.001-9-10 


6 05 




6 25 


.002-4-10 


4 54 




7 33 


.002-2-10 


3 33 




6 50 


.006-2-10 


4 25 




6 00 


.003-1-10 


2 36 


32 00 


7 00 


.005-1-10 


4 25 




5 75 


.008-1-10 


7 04 




7 00 


.004-3-10 


2 45 




7 00 


.003-3-10 


4 02 




6 10 


.004-1-10 


7 69 




6 00 


.005-9-10 


2 87 


30 00 


7 52 


.009-5-10 


7 40 




6 00 


.003-3-10 


2 58 




6 50 


005-2-10 


10 00 




6 00 


007-1-10 


5 60 




5 00 


003-8-10 


1 53 


26 66 


6 00 


004-1-10 


2 01 


30 00 


6 75 


001-5-10 


4 72 


40 00 


7 67 


005-3-10 


2 13 


30 00 


6 50 


008-4-10 


6 66 




6 39 


001-3-10 


4 62 




7 65 


003-1-10 


2 15 




6 75 


004-3-10 


4 41 




6 92 


003-2-10 


4 14 


37 00 


5 92 


004-1-10 


4 44 




5 20 


002-1-10 


12 50 




5 50 


002-3-10 


3 70 




5 38 


003-3-10 


4 78 




7 00 


003-2-10 


2 98 




6 00 


005-2-10 


2 36 


46 66 


4 00 


002-2-10 


3 25 




6 31 


001-2-10 


2 16 




7 50 


002-3-10 


6 25 




4 75 


003-1-10 


4 31 


33 00 




003-6-10 


2 81 




6 19 


001-9-10 


2 42 




5 63 


001-4-10 


2 30 




9 15| 


004-5-10 


2 01 


31 00 


4 93 


004-5-10 


4 60 




5 00 


005-2-10 


3 08 


37 00 


7 50; 


002 


2 70 




7 50; 


003-8-10 


2 50 


27 50 


6 00: 


006-2-10 


2 76 


32 64 


S 00 


003-5-10 


4 17 




7 00, 


008-2-10 


3 27 




8 50 1 


003-6-10 


4 16 




6 eoi 


003-6-10 


3 63 




7 00 j 


004-4-10 


2 45 




7 00 

I 



28 
28 



20 
21 
25 
30 
26 
25 



26 
23 
20 
22 
20 
23 
22 
20 
20 
24 
22 
29 
26 
26 
29 
24 
30 



25 
32 
20 
40 
23 



25 



20 
20 
20 
25 
20 
20 
21 
40 
20 



25 
20 
30 
22 
20 
25 
20 
36 
24 
22 
30 



28 



TABIDS No. 8-(Continued). 



Towns. 



a © 

•> 09 

^ 05 

«-> OP 

O » 

~> ro 

© 3 

o c 

©3 

C- 3 



3 3, 



0) 

Cj © 

<D OS r; 
83 C 

< 3 C 



31 u 

? © 

*© 
£ oS . 
<d ®^ 

*•§ 

s- oi ? 

© ^ . 

i; ©s 



~ 00 

3 © 
Z£ 



Northfield 

Roque Bluffs 

Talmadge. 

Top9field 

Trescott 

Waite 

Wesley 

Whiting 

Whitneyville 

Codyville Plantation 

Grand Lake Stream Plantation 

Lambert Lake Plantation 

Plantation No. 14 

Plantation No. 21 



35,868 
27,869 
59,373 
85,493 
58,799 
30,020 
42,67S 
89.849 
46,861 
56,440 
89,310 
69,666 
44,160 
51,520 



.004-9-10 
.006-4-10 
.001-3-10 
.003-8-10 
.007-1-10 
.003-4-10 
.005-5-10 
.003-6-10 
.005-4-10 
.001-2-10 
.002-1-10 

!noi-6-io 

.002-2-10 



5 64 


45 64 




4 00 


20 00 


6 25 


2 50 


37 00 




1 79 




7 50 


2 32 




6 55 


2 63 




5 75] 


2 89 


.... 


6 00; 


1 22 


33 33 


5 90 


2 68 


51 00 


8 12, 


2 40 




6 oo; 


1 87 


40 00 


4 49 


2 16 




650 


2 14 


34 00 


| 



2? 
24 
24 
24 
29 
30 
20 
25 
32 
24 
32 
20 
20 
30 



Group B. Valuation $100,000 to $250,000. 



Wales. 



Androscoggin County, 



200,793 .003 



Aroostook County, 

Blaine 184 

Crystal 100 

Castle Hill 105 

Frenchville 118 

Grand Isle 113 

Linneus 237, 

Ludlow J 113 

Madawaska j 182 

Masardis 1 115 

180 
165 
106 
141 
200 
117 
103 



New Limerick 

New Sweden 

Oakfield 

Perham 

Sherman 

Smyrna 

St. Agatha 

Eagle Lake Plantation j 126 

Reed Plantation ! 119 

Stockholm Plantation 120 



Raymond 
Sebago 



Cumberland Codnty, 



Avon 
Carthage — 
Chesterville. 

Eustis 

Industry. 



Franklin County, 



452 

074 
881 
639 
223 
312 
604 
188 
439 
742 
720 
96S 
987 
818 
446 
816 
575 
066 
216 



218,072 
162,974 



141,414 
143,833 

246,418 
155,088 
107,766 



New Vineyard ! 166,351 



Temple 

Weld 

Rangeley Plantation. 



133,761! 
223,8051 
224,000; 



Hancock County, 

Brooklin 191,940] 

Cranberry Isles I 181,607 

Lamoine I 188,845' 

Sedgwick I 209,184 

Sorrento ] 188,846) 

Surry ' 171,744 

Swan's Island I 146,928 

Trenton I 134,583! 



.004-8-10 

.004-9-10 

.004 

.003 

.002 

.003-2-10 

.003-2-10 

.001-6-10 

.004-5-10 

.002-6-10 

.004-4-10 

.006-6-10 

.003-8-10 

.004-1-10 

.003-2-10 

.003-S-10 

.002-1-10 

.002-5-10 

.001-9-10 



.003-2-10 
.003-7-10 



.003-7-10 

.002-1-10 

.003 

.002-9-10 

.004-8-10 

.003-4-10 

.002-5-10 

.003-9-10 

.000-2-10 



.005-3-10 
.004-7-10 
.003-5-10 
.004-7-10 
.001-8-10 
.004-2-10 
.004-3-10 
.002-8-10 



5 1' 



1 93 

2 55 
2 11 

54 



56 
3 25 

3 89 
43 

4 27 
2 30! 



2 92 

3 89 



4 42 
2 56 



3 75 
6 45 
3 4S 
3 78 
12 59 
2 86 

2 64 

3 60 



26 00 



36 00 

3000 
22 00 

25 00 
24 00 

24 '66 
42 00 
40 00 

29 00 
35 00 

44 25 

30 33 

34 50 

26 00 

35 50 



36 00 

28 60 



51 00 



19 00 

47 25 J 



35 00 : 



40 00 



6 25 


27 


7 41 


28 


6 90 


20 


7 0C 


2a 


6 02 


32 


5 02 


32 


6 80 


24 


6 75 


24 


5 50 


26 


7 50 


30 


6 50 


31 


7 25 


26 


7 76 


30 


7 65 


30 


8 43 


26 


7 29 


32 


5 37 


32 


8 00 


20 


6 25 


30 


7 20 


26 


6 95 


25 


5 15 


26 


5 85 


22 


6 14 


20 


6 93 


28 


7 31 


30 


5 00 


20 


5 91 


27 


(0 


20 


4 91 


20 


8 00 


30 


7 73 


27 


6 90 


30 


7 40 


26 


7 26 


31 


7 50 


25 


6 82 


23 


S 25 


22 


7 25 


22. 



29 



TABI/E No. 8— (Continued). 



Towns. 



K go 

<M 0) 

O 33 

o o 

• >H 

® 03 

Oh 3 



O ©< 
*-> © 

<1 ft 



© 

C3 © 

© C3 H 

ttf)0> O 

OS 4 -' c 

J-i © S 

©f-H . 

<1 £ ft 



© 



o 

I© © 



01 



o 
o 
-a 
o 

£* 

fl © 
3 © 



Kennebec County, 

Chelsea 

Fayette 

Vienna 

W ayne 

Windsor , 

Knox County, 

Appleton 

Cushing 

Hope 

North H aven 

Lincoln county, 

Alna 

Bremen 

Edgecomb 

Nobleboro 

Oxford County, 

Albany 

Andover 

Gilead 

Greenwood 

Hebron 

Newry 

Peru 

Porter 

Stoneham 

Stow 

Sweden , 

Upton 

Lincoln Plantation 

Magalloway Plantation 

Penobscot County, 

Bradley 

Burlington 

Carroll 

Dixmont 

Eddington 

Enfield 

Etna 

Glenburn 

Hold en 

Hudson 

Kenduskeag 

Kingman 

Lagrange 

Lee , 

Levant 

Mattawamkeag 

Springfield 

Stetson 

Winn 

Lakeville Plantation 

Piscataquis County 

Abbot 

Atkinson 

Orneville 

Parkman , 

Sebec 

Wellington , 

Bowerbank Plantation , 

Lakeview Plantation 



$230,792 
204,417 
124,338 
221,969 
240,872 



238,342 
116,726 
200.3S2 
245,356 



161,300 
135,519 
177.795 
234,646 



139,976 
232,508 
130,903 
170,906 
223,185 
130,177 
239,199 
239,736 
105,048 
126,653 
174,537 
107,162 
117,993 
169,015 



172,984 
139,963 
107,439 
241,938 
157,967 
228,319 
123,080 
126,261 
155,855 
102,743 
168,145 
157,972 
201,267 
127,255 
239,043 
133,304 
115,517 
194,003 
154,954 
111,000 



171,726 
151,887 
107,491 
225,480 
172,723 
103,713 
132,240 
144,485 



.003-S-10 


$3 44 


$.... 


$5 70 


.003-9-10 


5 09 


29 00 


6 46 


.002-6-10 


3 61 


28 00 


5 65 


.002-7-10 


3 57 


30 00 


6 50 


.003-6-10 


4 02 


40 00 


6 12 


.003-6-10 


3 27 


25 00 


5 25 


.004-5-10 


58 


29 50 


5 78 


.002-5-10 


3 39 




5 90 


.004-1-10 


6 49 


37 6i 


7 50 


.003 


4 54 


24 00 


6 60 


.003-7-10 


4 31 


27 00 


7 20 


.004-4-10 


4 51 


32 00 


6 29 


.005-8-10 


7 21 


30 00 


6 50 


.003-9-10 


4 19 




5 37 


.003-9-10 


4 39 




6 50 


.002 


5 55 




6 67 


.005 


4 35 




5 70 


.002-2-10 


5 20 


26 66 


5 57 


.004-2-10 


5 95 


.... 


6 50 


.003-7-10 


4 24 




6 87 


.003-6-10 


3 30 


28 66 


5 30 


.003-4-10 


4 10 




5 50 


.004 


8 47 




6 00 


.001-6-10 


4 16 




5 14 


.002-4-10 


3 57 


33 00 


6 75 


.000-7-10 


3 33 


52 50 


7 00 


.000-5-10 


2 40 


55 37 




.004-3-10 


3 35 




8 00 


.002-2-10 


2 73 


34 66 


5 75 


.004-5-10 


2 60 




6 00 


.002-2-10 


3 20 


30 00 


4 6S 


.003-7-10 


4 02 




6 80 


.004-7-10 


3 54 


4i 55 


9 08 


.003-2-10 


2 73 


22 00 


4 75 


.003-7-10 


4 76 




6 50 


.003-9-10 


3 20 




6 62 


.003-2-10 


3 39 




6 50 


.002-9-10 


4 20 


48 66 


9 00 


.004-4-10 


2 16 


44 16 


8 00 


.002-6-10 


3 02 




9 39 


.006-4-10 


3 01 




6 93 


.002-8-10 


3 28 


42 33 


6 96 


.003-1-10 


2 49 




7 20 


.003-9-10 


3 00 


28 00 


5 50 


.002-3-10 


3 93 


33 00 


6 40 


.005 


2 98 


50 00 


6 90 


.000-9-10 


1 78 


24 00 


6 00 


.004-6-10 


3 94 




6 75 


.002-9-10 


3 23 




6 00 


.003-7-10 


3 60 


27 66 


5 34 


.002-9-10 


3 39 




6 50 


.005-4-10 


5 20 


39 66 


7 00 


.003-4-10 


3 14 


21 10 


5 92 


.000 


5 88 




6 13 


.003 


3 25 




8 75 



30 
30 

27 
29 
26 



26 

27 
28 
22 



26 
24 
30 
27 



22 
30 
30 
30 
26 
26 
30 
25 
28 
27 
27 
20 
29 
25 



30 
30 
26 
24 
29 
24 
20 
20 
26 
28 
26 
32 
24 
26 
26 
30 
30 
29 
30 
29 



28 
30 
2S 
25 
30 
20 
30 
30 



30 



TABIDS No. 8— (Continued). 



Towns. 



d © 

^ 00 

O GO 

© o 

© S3 

0* p 



0) 
GO 

* . 

aft 
a a 
S» 

a S 

<5 ft 



© o3 a 

i>c© o 
03*^ c 

n © a 



GO ., 

5 © 

£ 03 . 

*>%% 
>© 

^ £ © 



o 
o 
fit 
o 

°*- 
s° 

a © 

*5 £ 



Sagadahoc County, 
West Bath 

Somerset County, 

Harmony 

Mercer 

Moscow 

Ripley 

Starks 

Sinithfield 

Moose River 

Jackman Plantation 

Waldo County, 

Belmont 

Burnham 

Freedom 

Jackson 

Knox 

Liberty 

Morrill 

Prospect 

Swanville 

Thorndike 

Waldo 

Washington County, 

Addison 

Baring 

Dan forth 

DeDnysville 

Edmunds 

Harrington 

Jonesboro 

Mpchiasport 

Robbinston 

Steuben 

Vanceboro 

York County, 

Dayton 

Newfield 



$145,050 



216,585 
159,998 
113,881 
138,430 
212,542 
142,606 
103,680 
132,240 



100,850 
230,408 
169,911 
146,715 
188,266 
211,315 
127,526 
169,734 
150,856 
202,484 
143,565 



192,237 
128,697 
233,777 
143,831 
100,526 
243,663 
103,028 
193,787 
149,239 
179,111 
150,976 



217,132 
235,132 



.004-2-10 



.002-2-10 
.003-8-10 
.002-8-10 
.002-9-10 
.003-7-10 
.003-6-10 
.002-1-10 
.003-6-10 



.005-2-10 
. 003-1-10 
.003-6-10 
.003-4-10 
.003-4-10 
.002-2-10 
.003-3-10 
.003-7-10 
.003-5-10 
.001-9-10 
.003-2-10 



.004-8-10 

.002-8-10 

.004-9-10 

.002-7-10 

.005 

.003-8-10 

.005-4-10 

.005-9-10 

.004-2-10 

.005-4-10 

.002-8-10 



.002-2-10 
.002-3-10 



$7 58 



6 85 



4 54 
4 12 



$28 50 



28 80 
36 00 
32 00 
35 00 

44*67 
44 00 



26 00 

28*66 
21 33 

30*66 

35 00 
30 00 

28 00 



29 50 
25 76 
34 00 
53 00 

42 '66 
40 00 
50 00 
33 5C 
24 00 



29 00 



S7 00 



5 92 

6 14 
6 33 

5 92 

6 10 
5 79 

7 10 
9 00 



6 00 
6 15 
6 00 
6 25 

4 60 

5 36 

6 50 

5 88 

6 00 
4 20 
6 00 



6 75 

6 19 

8 20 

9 00 

8 00 

7 00 
6 66 

6 83 

7 46 
6 00 

9 33 



6 50 

7 00 



28 



20 
22 
20 
25 
25 
23 
38 
38 



27 
24 
22 
20 
20 
27 
25 
25 
24 
21 
24 



24 
34 
29 
34 
24 
29 
30 
28 
29 
21 
36 



30 

28 



Group C. Valuation $250,000 to $500,000. 



Androscoggin County, 

Durham 

Greene 

Leeds 

Livermore 

Minot 

Aroostook County, 

Ashland 

Easton 

Hodgdon 

Island Falls 

Limestone- 

Littleton 

Mapleton 

Monticeilo 

Van Buren 

Brid^ewater 



336,165 
302,123 
322,413 

447,897 
332,437 



432,128 
354,371 
267,604 
302,069 
378,083 
323,333 
254,645 
344,464 
340,039 
345,578 



.003-4-10 
.003-4-10 
.002-9-10 
.002-9-10 
.002-3-10 



.003-1-10 
.003-7-10 
.004-5-10 
.003-7-10 
.004-1-10 
.004-3-10 
.003-1-10 
.003-1-10 
.005-8-10 
.002-9-10 



2 59 


32 00 


6 75 


5 52 


30 00 


7 00 


2 99 


26 00 


6 40 


4 79 


60 00 


6 15 


3 43 




5 37 


2 41 


34 00 


7 50 


2 34 




7 27 


3 00 


26 66 


6 83 


1 99 




9 16 


3 19 


28 66 


S 25 


4 48 




7 00! 


2 24 




7 50i 


2 47 


42 25 


7 281 


1 99 


34 00 


6 41 


2 41 


28 71 


7 30' 



31 

26 
28 
30 
29 



30 
27 
30 
30 
26 
32 
26 
34 
37 
29 



3i 



TABI,E No. 8 -(Continued). 



Towns. 



3 ® 

O tn 

© p 

o o 

O-i p 



•d 


OQ 
(0 


03 ^ 
0> S 


03 
TO 


03 © 


03 q 


eS . 


2^ 


fe 03 . 


pH r- 1 


rage 
ale te 
week 




® °5 c 


03 ~ rj 
S- <V P 


<5 ft 


<! p p. 


Ave 
fem 
per 



o 

o 
-a 

°^ 

P a> 
a <v 



Cumberland County, 

Baldwin 

Casco 

Harrison 

Naples 

North Yarmouth 

Pownal 

Franklin County, 

Kingfield 

New Sharon 

Strong 

Hancock County, 

Deer Isle 

Franklin 

Hancock 

Orland 

Penobscot 

Stonington 

Sullivan 

Winter Harbor '. 

Kennebec County, 

Albion 

Belgrade 

Benton 

Litchfield 

Manchester 

Mt. Vernon 

Pittston 

Randolph 

Sidney 

West Gardiner 

Knox County, 

South Thomaston 

Washington 

Lincoln County, 

Dresden 

Jefferson 

Southport 

Whitefield 

Wiscasset 

Oxford County, 

Brownfield 

Buckfield 

Canton 

Dixfield 

Hartford 

Hiram 

Lovell 

Mexico 

Oxford 

Sumner 

Woodstock 

Penobscot County, 

Bradford 

Carmel 

Corinna 

Howland 

Milford 

Newburg 

Orrington 

Veazie 

Hermon 



$347,139 
280,428 
431,022 
263,805 
321,745 
261,122 



350,304 
373,008 
262,656 



383,152 
356,398 
310,212 
276,902 
266,831 
272,639 
323,309 
379,912 



376,296 
440,789 
457,738 
353,135 
267,055 
323,919 
465,135 
309,439 
423,715 
298,353 



369,268 
270,373 



354,719 
427,631 
372,731 
426,416 

476,808 



305,492 
402,939 
309,737 
357,228 
263,241 
351,339 
399,160 
477,172 
472,569 
256,493 
253,774 



256,604 
284,627 
445,418 
281,074 
301,864 
256,625 
403,613 
270,926 
366,318 



.002-2-10 

.003-3-10 

.002-9-10 

.002-9-10 

.003 

.002-3-10 



.001-5-10 
.002-7-10 
.003-1-10 



.006-3-10 

.002-9-10 

.003 

.004-1-10 

.003-4-10 

.006-6-10 

.003-4-10 

.001-3-10 



.004 

.002-9-10 

.002-7-10 

.002-7-10 

.002-6-10 

.003-1-10 

.002 

.002-6-10 

.003-4-10 

.002-7-10 



.004 
.003 



.001-8-10 
.002-5-10 
.001-3-10 
.002-3-10 
.002-7-10 



.004-2-10 

.003-1-10 

.003 

.002-4-10 

.002-6-10 

.002-8-10 

.00 J -8-10 

.003-7-10 

.002-6-10 

.003-3-10 

.004-5-10 



.003-9-10 
.002-8-10 
.003-4-10 
.001-9-10 
.002-2-10 
.003-4-10 
.003-1-10 
.002-6-10 
.003 



$4 44 

4 08 

5 06 

3 45 
5 88 

4 76 



2 27 
4 01 
4 70 



3 21 

2 48 

3 30 
3 44 
3 01 

2 98 

3 36 
2 85 



3 57 
3 54 



5 32 
4 73 

3 67 
3 08 
3 58 



3 52 

4 52 



2 96 



$36 00 


$7 25 


26 40 


6 30 


28 00 


7 06 


35 00 


6 00 




8 25 


26 66 


6 00 


62 50 


8 33 


30 96 


5 45 




8 23 


30 00 


7 75 


46 00 


8 00 


35 00 


7 61 


39 00 


7 84 




6 85 


34 66 


8 50 


40 00 


8 79 


41 00 


6 00 


25 00 


6 22 


30 00 


6 62 


28 00 


6 44 


25 00 


6 25 


36 00 


6 10 




6 27 




5 89 




8 20 




6 41 




6 12 


28 50 


7 50 


34 50 


6 42 




7 00 


29 00 


6 40 


42 00 


8 50 


26 00 


6 00 




7 62 


34 00 


6 36 


22 56 


6 62 


32 00 


6 80 


36 00 


7 10 


30 00 


6 16 




7 35 


28 66 


7 00 




8 50 




7 20 


46 66 


5 65 


27 60 


5 47 


26 00 


5 98 


31 00 


6 00 


24 00 


6 94 




8 31 


62 50 


8 00 




6 00 


35 66 


7 35 




7 50 


33 75 


5 76 



30- 
28- 
27 
22 
33 
32 



34 
25 
31 



33 
21 
26 
24 

27 
30 
27 
30 



28 
27 
27 
28 
28 
27 
2& 
36 
26 
30^ 



29 
25 



29 
25 

30 

27 
35 



26 
30 
30 
30 
26 
32 
29 
35 
31 
26 
2T 



27 
26 
25 
31 
34 
26 
28 
36 
25 



32 



TABIyE No. 8— (Continued). 



Towns. 






B " 
<x> B 
OO 

r-l '-3 
© 53 

— B 



IS 


iJDs_ 


03 j. 


•f-H 


£ * 




03 


4J=r 
^ ©£ 
© 55 c 


£a . 


+= 'B 


rage 
ale te 
week 


B a 


b£© c 

?~B 
t* © B 


s ~ 
5 ® 


© — . 

> 5 © 


>5^ 


< ft 


< B P. 




9 
- 

h o 

B © 
3 © 



Piscataquis County, 

Greenville 

Monson 

Sagadahoc County, 

Bo wdoin 

Phippsburg 

Woolwich 

Somerset County, 

Athens 

Bingham 

Cornville 

Embden 

Hartland 

New Portland 

Palmyra. 

Solon 

St. Albans 

Washington County, 

Cherry field 

East Machias 

Jonesport 

Pembroke 

Princeton 

Waldo County, 

Brooks 

Frankfort 

Lincolnville 

Monroe 

Mont ville 

Searsport 

Stockton Springs 

Troy 

Unity 

York County, 

A cton 

Cornish 

Hollis 

Limington 

Limerick 

Lyman 

Parsonsfield 

Waterboro 



$456,123 

257,980 



300,879 
416,120 
329,261 



315,497 
268,601 
303,071 
252,231 
440,956 
263,754 
342,434 
379,996 
395,397 



493,078 
405,187 
469,209 
338,345 
254,883 



260,675 
254,225 

307,048 
285,830 
307,718 
327,948 
263,967 
262,248 
330,040 



268,523 
364,582 
406,491 
312,911 
419,716 
346,667 
423,129 
370,596 



.002-1-10 
.003-6-10 



.003-9-10 
.002-6-10 
.002-7-10 



.002-5-10 

.003-8-10 

.001-9-10 

.001-7-10 

.002 

.003-6-10 

.002-9-10 

.003-1-10 

.003 



.002-8-10 
.003-1-10 
.003-9-10 
.003-9-10 
.003-6-10 



.002-1-10 

.004 

.003-4-10 

.003-4-10 

.002-5-10 

.001-6-10 

.003 

.002-6-10 

.002 



.003-6-10 
.002-6-10 
.002-5-10 
.002-7-10 
.002-3-10 
.003-3-10 
.003-1-10 
.003-1-10 



$2 80 




$9 00 


2 13 


$37 33 


6 62 


3 96 


24 00 


5 95 


3 11 


30 00 


7 58 


3 86 




7 50 


3 36 


28 00 


6 50 


4 32 




6 70 


3 15 


30 66 


5 82 


2 76 


31 90 


6 75 


2 92 




7 38 


4 04 




6 50 


4 08 




7 14 


4 21 


24 66 


6 50 


3 94 


28 10 


6 05' 


2 66 


32 00 


7 3b ; 


2 9S 


.... 


7 22 


2 11 


3S 00 


7 00. 


2 59 


29 00 


7 10 


3 48 


32 00 


7 oo! 


2 6S 


40 00 


6 33 


2 63 


55 00 


6 72 


3 04 


31 75 


6 84 


4 58 


28 00 


5 73 


3 34 


20 00 


4 S8 


3 19 


32 00 


8 00; 


4 02 


3S 00 


6 00; 


3 71 


30 00 


5 38: 


3 05 


34 16 


5 25 


6 66 




6 50 


4 01 


26 66 


7 30 


3 48 




6 23 


3 97 


26 50 


6 40 


5 71 


22 00 


6 12 


6-31 


26 00 


6 70 


6 22 


27 20 


6 55 


4 60 




6 50! 



Group D. Valuation $500,000 to $1,000,000. 



Androscoggin County, 

Mechanic Falls 

Poland 

Turner 

W ebster 

Cumberland County, 

Cape Elizabeth 

Cumberland 

Gray 

Harpswell 

Standish 



864,455 
816,584 
708,355 
534,320 



815.881 
835,554 
539,478 
779,864 
701,222 



.002-5-10 


5 26 




S 12 1 


.002-8-10 


5 90 




4 73 


.002-9-10 


4 12 


30 00 


6 SI 1 


.003-1-10 


4 95 


32 00 


6 27 


.001-5-10 


4 75 




8 25' 


.001-4-10 


2 90 


40 66 


8 281 


.002 


3 15 




6 38 


.002-7-10 


4 57 


35 66 


6 98 


.002-8-10 


4 16 


32 50 


7 59 



36 
30 
30 
34 



31 



33 



TABI/B No. 8— (Continued). 



Towns. 



03 © 



o o 



© 


ao 


© 5 


•|H 


o3 © 


03 © 


c3 
M i— i 


^ ©is 

03 03 ri 


fe o3 . 

©^ 
C+J © 


o ft 


^2° 

fe « a 


a * 


►1© 

<5 a ft 


^ £ © 



a* 
a © 

3 © 



Franklin County, 

Phillips 

Rangeley 

Wilton 

Hancock County, 

Bluebill 

Bucksport 

Castine , 

Tremont 

Kennebec County, 

China , 

Clinton , 

Farmingdale 

Monmouth 

Oakland , 

Readfield 

Vassalboro 

Knox County, 

Union 

Vinalhaven 

Warren 

Lincoln County, 

Boothbay 

Bristol 

Newcastle 

Waldoboro 

Oxford County, 

Bethel 

Fryeburg 

Penobscot County, 

Hampden 

Lincoln 

Millinocket 

Newport 

Orono 

Patten 

Piscataquis County, 

Dover 

Foxcroft 

Guilford 

Milo 

Sangerville 

Sagadahoc County, 
Bowdoinham 

Somerset County, 

Anson , 

Norridgewock 

Waldo County, 

Winterport 

Islesboro 

Washington County, 
Lubec 



$602,305 
526,699 
852,677 



571,515 
931,539 
521,941 
399,114 



529,185 
585,655 
570,981 
638,837 
967,133 
504,124 
965,730 



522,966 
654,954 

832,886 



569,130 
817,465 
694,874 
970,552 



872,580 
808,509 



696,429 
513,652 

749,697 
604,371 
988,751 
546,858 



937,228 
730,888 
623,706 
606,246 
525,665 



542,786 



682,032 
583,530 



563,363 
869,034 



869,370 



003 

002-4-10 

001-9-10 


$3 88 5 
3 47 
3 24 


003-2-10 
003 

002-4-10 
005-6-10 


3 19 
5 OS 

4 80 
4 35 


003-1-10 

002-5-10 

001-8-10 

002 

002-6-10 

002 

002-6-10 


4 98 

4 51 

5 69 
4 65 
4 41 

3 71 

4 07 


002 

004-2-10 

002-4-10 


4 10 

3 83 

4 19 


003-9-10 
004-1-10 
002-1-10 
003-2-10 


4 10 

4 73 

5 63 
3 48 


002-5-10 
002-4-10 


4 76 

6 77 


.004 

.005-1-10 

.002-6-10 

.002-8-10 

.004-1-10 

.002-8-10 


4 77 
4 29 

2 26 

3 83 
3 90 
3 14 


.002-1-10 

.003 

.003-6-10 

.003-4-10 

.003-5-10 


4 90 

4 64 

5 37 
3 25 

6 10 


.002-3-10 


4 29 


.002-8-10 
.003-1-10 


3 45 

4 36 


.003-2-10 
.001-3-10 


4 12 

3 81 


.002-8-10 


2 09 



$60 00 
30 00 
29 55 



26 28 

84*84 
37 50 



27 00 



24 00 



48 00 
40 00 



28 00 
36 00 
30 00 



46 25 
41 00 
32 00 
25 45 



30 00 



44 00 



37 33 



24 00 
38 00 



29 00 



65 00 



32 00 
43 00 



$6 70 
8 25 

7 50 



6 42 
8 37 
8 00 
8 05 



5 83 

6 40 

7 60 

6 90 

7 67 
7 00 
6 60 



7 00 

8 75 
6 36 



7 39 
9 00 
7 21 
6 60 



6 75 
8 00 



7 50 

6 66 
10 00 

7 50 

8 67 
8 75 



7 43 

8 52 
8 40 

6 88 

7 00 



6 75 



6 81 
6 50 



7 33 



50 



30 
30 
30 



28 
32 
33 

28 



25 

32 
36 
28 
36 
32 
30 



24 

30 
29 



30 
32 
29 
30 



30 
27 



32 

30 
36 
36 
36 
30 



30 
30 
33 
32 
32 



32 



27 
30 



30 
30 



35 



34 



TABIDS No. 8— (Continued). 



Towns. 



At 



B w 
© S 

o o 

— p 



03 

^^ 

BO- 
SS 

S * 

M (J) 

«5 ft 



03 
© 

e3 © 

^5 

© e3 r- 
&0© O 

is ® c 

>g© 

< a & 



P© 

« O 
£ S3 . 

&P©© 

^©2 



© 

s © 

3 © 



York County, 

Buxton 

Eliot 

Kittery 

North Berwick 

Wells 



$749,078 
532,267 
820,779 
736,874 
927,733 



002-8-10 


$4 59 




$6 74 


004-3-10 


5 24 




8 66 


004-8-10 


4 94 


$45 00 


9 50 


002-6-10 


4 06 


60 00 


7 00 


003-1-10 


4 31 


30 00 


7 53 



Group 1$. Valuation $1,000,000 to $2,000,000. 



Androscoggin county, 
East Livermore 



Aroostook County, 

Cari bou 

Fort Fairfield 

Presque Isle 



Bridgton. 

Falmouth 

Freeport . . 

Gorham 

New Gloucester 

Scarboro 

Windham 

Yarmouth . 



Cumberland County, 



Farmington 
Jay 



Franklin County, 



Ellsworth 
Mt. Desert 



Hancock County 



Hallowell 
Winthrop. 



Kennebec County, 



Rockport . . 
Thomaston 



Knox County, 



Lincoln County, 
Boothbay Harbor 



Norway 
Paris ... 



Oxford County, 



Brewer . . . 
Dexter — 
Old Town , 



Penobscot County, 



Richmond 
Topsham 



Sagadahoc County, 



Fairfield . 
Madison . 
Pittsfield 



Somerset County, 



1,020,315 



1,538,515 
1,449,453 
1,644,963 



,409,614 
,17S,690 
,226,487 
,494,543 
,067,749 
,073,832 
,020,452 
,424,882 



1,852,615 
1,650,665 



1,970,780 
1,812,747 



1,469,627 
1,213,450 



1,295,793 
1,296,102 



1,062,661 



1,265,285 
1,372,496 



1,852,017 
1,174,101 
1,827,822 



1,011,033 
1,169,890 



1,595,478! 
1,807,259' 
1,353,291 



.002-1-10 



.002-7-10 
.003-8-10 
.003-4-10 



.002-9-10 

.001-8-10 

.003-5-10 

.002 

.001-7-10 

.002 

.002-8-10 

.001-4-10 



.001-4-10 
.001-4-10 



.001-8-10 
.001-8-10 



.001-7-10 
.001-6-10 



.002-3-10 
.002-1-10 



.001-5-10 



.002-9-10 
.002-5-10 



3 34 



2 11 

3 03 
3 34 



3 38 
3 28 



2 48 
6 06 



3 79 
3 44 



4 58 
4 1 



2 4: 



5 70 
3 94 



.002-1-10 2 97 
.000-5-10 4 02 
.003-6-10 3 99 



.002-3-10 5 36 
.002-3-10, 4 04 



35 00 



34 00 
24 00 

48 00 



36 00 
60 00 
56 34 

28 00 

48*33^ 



34 30 
37 33 



50 00 



81 50 



24 00 
24 00 



9 00j 36 



7 28 

7 75 

8 01 



5 92 33 
7 86 34 

6 65 

7 82 
7 55 
7 86; 31 
7 08 31 
S 55 



7 50 
7 50 



33 60 8 20 
46 SO 8 25 



8 59 36 
8 56 32 



60 00 7 00 



S 60 



6 91 

7 42 



3 00 
28 00 10 72 
56 00 9 40 



4S 48 



6 61 



.003-1-10, 4 37 30 00 7 25 
. 002-2-10 ! 5 30 ; 28 00 7 60 
.002-7-101 4 93| 25 00 9 SS 



35 



TABI,E No. 8— (Continued). 



Towns. 



03 ® 

J* 03 
<w © 
O 02 

© d 
© o 

5-1 -1-3 

© c3 

- 



oft 
< ft 



73 
© 

05 -■ 

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o 
o 

,d 

°z 

si 

O © 
21^ 



Eastport 



Washington county, 



York County, 

Kennebunkport 

Old Orchard 

South Berwick 



$1,712,318 



1,415,563 
1,025,156 
1,277,579 



.003-2-10 



.002-2-10 
.001-5-10 
.002-5-10 



$3 85 



5 00 
5 12 
3 34 



$60 00 



40 00 



$5 00 


7 43 
9 00 
9 35 



38 



31 

37 
36 



Houlton 



Group F. Valuation $2,000,000 to $3,000,000 

Aroostook County, 



Cumberland County, 
South Portland 



Winslow 
Camden . 
Belfast . . 
Calais ... 



Kennebunk 
York 



Kennebec County, 

Knox County, 

Waldo County, 

Washington County, 

York County, 



2.72S.086 
2,779,582 
2,108,568 
2,366,857 
2,752,236 
2,843,297 



2,256,172 
2,323,440 



.002-1-10 

.003 

.001-1-10 

.001-3-10 

.002-7-10 

.002-1-10 



.001-8-10 
.001-8-10 



3 36 


30 00 


8 57 


4 47 


.... 


9 50 


3 38 


20 00 


8 CO 


3 18 


75 00 


7 63 


7 10 


65 70 


8 41 


2 34 


80 25 


7 34 


5 42 

5 89 


55 00 
44 00 


10 00 
8 50 



33 
36 
34 

36 
35 
36 



36 
36 



Group G. Valuation $3,000,000 to $4,000,000. 



Cumberland Count r, 
Brunswick 



Gardiner 



Eumford 



Kennebec County, 



Oxford County, 



Skowhegan 



Somerset County, 



Saco 



York County, 



3,828,199 
3,580,463 
3,027,570 
3,513,152 
3,975,106 



.001-4-10 


2 $2, 


30 00 


S 15 


.002-4-10 


6 21 


85 13 


9 62 


.001-7-10 


2 86 




9 25 


.002 


5 19 




9 00 


.002-7-10 


5 32 


90 00 


11 87 



36 
36 
34 
35 

37 



Group H. Valuation $4,000,000 to $6,000,000. 



Cumberland County, 
Westbrook 



Eden 



Hancock County, 



4,268,925 
5,754,406 



.001-6-10 


2 43 


114 66 


10 16 


.001-8-10 


7 86 


23 00 


10 00 



36 
34 



36 



TABI,E No. 8— (Concluded). 



Towns. 


a 
o 

as 


'3 
© 

t— 1 02 
Si D 
> 33 
-, ® 

© C 

O O 


© 

DO 

* . 

: — : 


rage wages 
e teacher 
month. 


rage wages 
ale teacher 
week. 


O 


<M S 

ell 




o3 


© 03 


S3 U 


> S © 


© a - 
>5© 


a © 
a © 




> 


— a 


<5 a 


<Cft 


*5 cm a. 


Z£ 


Knox County, 
















$5,597,552 


.001-9-10 


$5 39 




$11 11 


36 


Kennebec County, 
















5,897,256 


.002-8-10 


5 65 


.... 


11 07 


36 



Auburn. 



Group I. Valuation $6,000,000 to $10,000,000. 

Androscoggin County, 



Augusta 



Bath 



Kennebec County, 



Sagadahoc County, 



York county, 
Biddef ord , 7,994,401 



6,910,755 

7,658,705 
6,768,581 



.003-2-10 


6 41 


$79 9S 


8 66 


.001-2-10 


3 00 


105 50 


10 00 


.003-2-10 


6 78 


65 78 


10 21 


.000-1-10 


2 16 


100 00 


11 75 



36 
36 

38 
36 



Group J. Valuation over $10,000,000. 



Androscoggin County, 
Lewiston 



Portland 



Cumberland Coumty, 



Bangor 



Penobscot County, 



14,305,199 
51,615,575 
16,898,967 



001-5-10 


2 84 


115 76 


10 00 


002-7-10 


9 02 


154 73 


12 72 


003-1-10 


9 06 


166 66 


11 25 



38 
38 
36 



37 





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44 



APPENDIX TO THE REPORT OP COMMITTEE ON TEACHERS 

SALARIES. 

At the State Teachers' Association held in Portland October 
26, 1905, Supt. E. L. Palmer, of Dexter, read a paper on " The 
Financial Side of the Rural School." Because of the direct 
bearing this paper has on the subject under consideration this 
committee, with permission of Mr. Palmer, prints the following 
abstract : 

"A shifting of industrial forces had made the whole working 
world extremely sensitive to the value of money. All com- 
modities as well as labor respond very quickly to the market 
quotations. No longer is there one standard of values for the 
country and another and higher one for the towns. Once the 
rural school teacher of first-class ability was hired at a much 
lower wage than was her city cousin but she cannot be today. 

In the generation that has passed, most of the old New Eng- 
land families of many sons and many daughters have been trans- 
planted in their descendants to urban residents of fewer sons 
and daughters. In that former condition, when they lived in the 
country rural school, teaching was chiefly the avenue that led to 
wider social opportunities and a higher educational training for 
these ambitious young men and women. 

Country school teaching was then a rather favored avocation, 
not because of the salary attached, but because it offered a con- 
venient chance to the young people to get up and get out. It 
was not a profession and was not so considered. It was simply 
a convenient stepping stone to a profession. I think I am safe 
within the facts in stating that 75 per cent of the lawyers, physi- 
cians and clergymen 50 years of age, who began their careers 
in Maine, began it in the common school as teacher. 

Today, we do not look with favor upon the idea that teaching 
is but a stepping stone to another profession, nor do we think 
it should be made to serve as such. A professional spirit is 
growing up both among the teachers and in the community. 
Rural schools are no longer timed to suit college vacations and 
no longer do they seek out the young college student as their 
pedagogical head. On the contrary, they are conducted, so far 
as possible, for the convenience of their patrons and specially 
trained teachers are sought as their instructors. The colleges 
and seminaries, in their turn, no longer time their recesses to 
allow their students to teach in the public schools. 



45 

That large middle class of young men and women who, by 
their ability and energy, are striving to secure a higher educa- 
tion in our colleges, from which class, a generation ago, we drew 
a large percentage of our best teachers, is now practically barred 
from common schools. 

Thus the shifting of the population from the country to the 
city and the growth of the professional spirit that is excluding 
those who engage in teaching as a stepping stone to another 
profession have both acted to diminish appreciably our available 
supply of teachers for common schools. 

Wherefore, the financial side of this question is forced upon 
our attention by the operation of the simple economic law of 
supply and demand. 

Have wages increased as the supply has diminished and have 
they become sufficient to furnish reasonable support to a pro- 
fessional teacher, are the two pertinent questions. The first 
can undoubtedly be answered partly in the affirmative, for wages 
have increased to an appreciable extent in the past twenty-five 
years, probably doubled in many rural schools within that time. 

To the second question, "Are they sufficient to furnish reason- 
able support to a good teacher ?" the answer is easily and emphat- 
ically — no. The present salary of these teachers is now about 
$6 per week and with a school year of twenty-five weeks gives 
an average yearly wage of $150. When this is divided by fifty- 
two we see how it looks as a weekly wage by the year. Other 
lines of work, employing the roughest kinds of unskilled help, 
hardly pay less than this if, indeed, there are any that pay so 
little. It is certainly ridiculously small and inadequate when we 
expect even the slightest evidence of professional spirit and 
training in the teaching ranks. 

It is by no means a living wage by itself — indeed, so far from 
it that the dire extremity of the rural teacher who is forced to 
accept it is both humorous and pathetic — humorous when we 
talk of such an ill paid business as a profession and pathetic 
when we see the self sacrifice that goes unrewarded, except in 
the appreciation of devoted friends and pupils. Fortunately our 
sympathy has small range for exercise in the teacher's behalf. 
We are still Yankee in spirit, in Maine at least, and no teacher 
of energy and ability, unless restrained at home by unusual 
circumstances, sacrifices herself upon the altar of public service 
in the rural school. Rather she gets up and gets out to more 



46 

remunerative fields so quickly that the country superintendents 
are constantly seeking out beginners for their schools who are 
both wholly untrained in school work and very immature in the 
matter of years. 

In two towns, at least, this fall every young person who could 
be persuaded to teach was drafted into the service. Literally 
there was no young girl among the 6,000 inhabitants, who would 
consent to teach, who did not have a place. If one more teacher 
had been needed I do not know now where, in that section, she 
could be found. 

Not only is the payment of less than a living wage forcing to 
the front the financial side of this question, but it is depriving us 
of our supply of teachers, regardless of quality or experience. 

For the past ten years, rural communities have been feeling 
the need of better school support and have, under the stimulus 
of a few educators, striven to eliminate some of the most serious 
defects which were lessening the efficiency of their schools. 

There remains, however, the direct financial support, which, 
notwithstanding the greatly increased levies of taxation, is still 
inadequate to pay living wages to good teachers. 

Therefore, I now propose to analyze briefly the manner and 
extent of local taxation in our State as it applies to school 
support. If we take Aroostook as our typical rural county 
(and it is probably the most typical rural section) we find that 
their local tax for common schools rose from $24 upon $10,000 
of property in 1900 to $33 in 1904, a 40 per cent increase in their 
school tax rate in four years. 

If we compare the rates of taxation in Piscataquis county, for 
the same period, we find it rising from $16 in 1900 to $31 in 1904, 
almost doubling the tax rate for the support of their common 
schools in this brief time, in a county that contains no town of 
over 1,800 inhabitants. An examination of the other rural 
sections of our State shows these two cases to be somewhat 
typical of what our farming sections have been doing in this 
matter of increased school support. 

In many instances, the increase has been from 25 per cent 
to 75 per cent, until they are taxing themselves now almost as 
high as are similar sections in Massachusetts, whose average 
state tax rate is $38 as against the average of $24 per $10,000 
in our State. 



47 

With this patriotic and praiseworthy generosity, which 
demands from school men a recognition we have never given 
rural communities, the financial side of the rural school question 
has not been met. If we will follow this question a little 
further we may be able to discover the reason of the failure. 

In ten of our largest cities the average tax rate is $24 per 
$10,000 of property. In ten of our larger towns it is $26 and in 
ten of our smaller towns under 1,000 inhabitants it is $39. 

Obviously, as we go from our largest cities to our smallest 
towns, the tax rate for school support increases rapidly. The 
farmer pays over 60 per cent more tax upon every dollar of his 
property in these towns referred to than does the citizen of the 
cities upon his property. This is a simple and plain illustration 
of how the farmer has tried to meet the needs of his schools in 
cash and he has failed because of the low value of his property 
as compared with city property. This $24 rate in the cities 
yielded $5.38 per pupil while the much higher $39 rate of the 
country yielded but $3 . 74 per pupil. 

It is not the country spirit or the country generosity that is 
lacking. 

To illustrate further — in two of our largest counties, in area, 
the taxable property amounts to $600 and $800 respectively per 
pupil, according to the last census. In this county, where we are 
now assembled in convention, (Cumberland) the taxable prop- 
erty per census pupil is $2,700. In the first mentioned county a 
two mill tax rate would yield $1.20 for the education of each 
child. In this county, the same rate yields $5.40 per pupil. 
Stated in another way, the first county would impose a nine mill 
tax on its property to yield the $5.40 per pupil which a two mill 
tax yields in this county. A tax double the average State tax of 
any state in our Union, so far as I know, for the support of 
common schools. Yet 1 1 5 of our small towns are taxing them- 
selves for common schools at the rate of from four to nine mills 
on the dollar. 

It is instructive to note that not one of our cities is taxing 
itself as much as four mills and only six as much as three mills. 
Evidently, local taxation can never equalize these unequal condi- 
tions, nor provide the remedy for the financial side of this 
question. 

The only other supply of money of any amount that is avail- 
able is our State school fund which amounts to nearly $3 per 



4 8 



LIBRARY OF CONGRES! 



019 876 177 



pupil and is divided among the towns on the basis of school 
population, each pupil between five and twenty-one years of age 
drawing his pro rata share for his town. 

To illustrate the working of this plan of distribution we may 
examine two of our neighboring towns, Saco and Biddeford. 
Their proximity to each other must make their local conditions 
somewhat alike. Saco raises by local tax $n,ooo. Biddeford 
raises by local tax $12,300. Saco receives from the State 
$6,375. Biddeford receives from the State $16,258. That is 
Biddeford which is twice the size of Saco raises for her schools 
only $1,300 more than does Saco, but receives from the State 
almost $10,000 more than Saco. 

A similar condition exists as regards the cities of Lewiston 
and Auburn, where Auburn, about half the size of Lewiston, 
raises more money locally for common schools, according to the 
last State report, than does Lewiston, taxing her property to do 
it twice as high as Lewiston property is taxed for the same 
purpose. 

These peculiar cases are not confined to the cities, but (in the 
same inequalities) are found in the case of neighboring smaller 
towns, Skowhegan and Hartland, for instance, in Somerset 
county. These two towns tax themselves exactly alike, two 
mills on the dollar for common schools. In Skowhegan this 
rate yields $5.19 per pupil; in Hartland the same rate yields 
but $2 . 92. Monmouth and Readfield are similar in this matter." 



Mr. Palmer's paper at this point takes up a discussion of 
methods for the distribution of funds. Since the purpose of 
this report has, as indicated elsewhere, been solely to deal with 
conditions we have Mr. Palmer's permission to omit this discus- 
sion. The above presentation, we believe, states fairly the 
conditions that obtain in the rural towns of the State and 
describes the method by which State funds are at present 
distributed. 



LIBRARY OF CONGRESS 



019 876 177 1 



